Evaluation and Program Planning 34 (2011) 1–12

Contents lists available at ScienceDirect

Evaluation and Program Planning

journal homepage: www.elsevier.com/locate/evalprogplan

Working with evaluation stakeholders: A rationale, step-wise

approach and toolkit
John M. Bryson a,1, Michael Quinn Patton b,*, Ruth A. Bowman c,2
a
Hubert H. Humphrey Institute of Public Affairs, 300E Humphrey Center, University of Minnesota, Minneapolis MN 55455, United States
b
Utilization-Focused Evaluation, 740 Mississippi River Blvd S., Suite 15-H, Saint Paul, MN 55116-1029, United States
c
University of Minnesota, 15400 Edgewood Court, Eden Prairie, MN 55346, United States

A R T I C L E I N F O A B S T R A C T

Article history: In the broad field of evaluation, the importance of stakeholders is often acknowledged and different
Received 26 January 2010 categories of stakeholders are identified. Far less frequent is careful attention to analysis of stakeholders’
Received in revised form 30 June 2010 interests, needs, concerns, power, priorities, and perspectives and subsequent application of that
Accepted 5 July 2010
knowledge to the design of evaluations. This article is meant to help readers understand and apply
stakeholder identification and analysis techniques in the design of credible evaluations that enhance
Keywords: primary intended use by primary intended users. While presented using a utilization-focused-
Stakeholders
evaluation (UFE) lens, the techniques are not UFE-dependent. The article presents a range of the most
Evaluation use
relevant techniques to identify and analyze evaluation stakeholders. The techniques are arranged
Intended users
according to their ability to inform the process of developing and implementing an evaluation design and
of making use of the evaluation’s findings.
ß 2010 Elsevier Ltd. All rights reserved.

1. Introduction the Guiding Principles for Evaluators of the American Evaluation

Attention to stakeholders has gained prominence for both
practical and ethical reasons.3 Attention to, and involvement of,
key stakeholders is presumed to enhance the design and
implementation of evaluations and the use of evaluation results
in decision-making. Beyond that, it would appear to be difficult to
adhere to the standards for judging evaluations put forward by the
Joint Committee on Standards for Educational Evaluations (1994) –
utility, feasibility, propriety, and accuracy – without careful
attention to stakeholders. Similarly, it would be hard to follow
* Corresponding author. Tel.: +1 651 690 3254.
E-mail addresses: jmbryson@umn.edu (J.M. Bryson), MQPatton@Prodigy.net
(M.Q. Patton), bowm0098@umn.edu (R.A. Bowman).
1
Tel.: +1 612 625 5888.
2
Tel.: +1 612 735 7872.
3
The concept of ‘‘stakeholders’’ has assumed a prominent place in evaluation
theory and practice in the last 20 years, and especially in the last decade. The word
stakeholder originated in gambling in 16th-century England where wagers were
posted on wooden stakes. Later the term was broadened to refer to a neutral or
trustworthy person who held a wager until the winner was decided. The term came
to evaluation from management consulting where it was first used in 1963 at the
Stanford Research Institute as a way of describing people who were not
stockholders in a company but ‘‘without whose support the firm would cease to
exist’’ (Mendelow, 1987, p. 177). The term was given visibility by Freeman (1984) in
his influential text, Strategic Management: A Stakeholder Approach. He defined a
stakeholder as any group or individual who can affect or is affected by the
achievement of the organization’s objectives.
Association (1995) without attending to stakeholders. The
principles include: systematic inquiry, providing competent
performance to stakeholders, integrity and honesty, respect for
people, and responsibility for the general and public welfare.
While most members of the evaluation community would
agree that attention to stakeholders is important, they might not
agree on how to define the term. The definition is consequential as
it affects who and what counts (Alkin, Hofstetter & Ai, 1998;
Mitchell, Agle, & Wood, 1997). For example, some definitions of
stakeholders focus on program stakeholders (e.g. Rossi, Lipsey, and
Freeman, 2003, pp. 18, 435). But starting with a program focus
seems unduly restrictive. We propose a broader and more inclusive
approach and define stakeholders as individuals, groups, or
organizations that can affect or are affected by an evaluation process
and/or its findings. The definition is purposefully broad so that the
full range of possible stakeholders is considered before narrowing
the focus to the primary intended users of an evaluation. This
broad approach thus helps support the process of narrowing the
focus to those stakeholders who are going to be the major audience
for a specific evaluation effort – the primary intended users – while
also identifying other stakeholders and their interests, powers,
perspectives, and other related information to inform the
evaluation effort (Bryson & Patton, 2010; Patton, 2008).
Such inclusive thinking about stakeholders early on is consis-
tent with (but broader than) the Encyclopedia of Evaluation
definition of stakeholders as ‘‘people who have a stake or a vested

0149-7189/$ – see front matter ß 2010 Elsevier Ltd. All rights reserved.
doi:10.1016/j.evalprogplan.2010.07.001
2 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
interest in the program, policy, or product being evaluated . . . and
therefore also have a stake in the evaluation’’ (Greene, 2005, p.
397). Greene clusters stakeholders into four groups: ‘‘(a) people
who have decision authority over the program, including other
policy makers, funders, and advisory boards; (b) people who have
direct responsibility for the program, including program devel-
opers, administrators in the organization implementing the
program, program managers, and direct service staff; (c) people
who are the intended beneficiaries of the program, their families,
and their communities; and (d) people disadvantaged by the
program, as in lost funding opportunities’’ (pp. 397–398). But
others with a direct or indirect interest in program effectiveness
may be considered stakeholders, including journalists, taxpayers,
participants in ‘‘civil society,’’ and members of the general public
(Weiss, 1998, pp. 28–29). In other words, ordinary people of all
kinds who are affected by programs and policies also can be
thought of as stakeholders, a move that helps clarify what Leeuw
(2002) has called the challenge of ‘‘bringing evaluation to the
people’’ (pp. 5–6). Thus, stakeholders can include anyone who
makes decisions or desires information about a program (or other
evaluand) or is affected by the program or its evaluation.
However, stakeholders typically have diverse and often
competing interests. No evaluation can answer all potential
questions equally well. This means that some process is necessary
for narrowing the range of possible questions to focus the
evaluation, which in turn necessitates focusing on a narrow list
of potential stakeholders that form the group of what Patton
(2008) refers to as primary intended users. For this article, we often
use the term key evaluation stakeholders to convey a similar
concept, but with the intent of generalizing it to a broad range of
evaluation approaches.
2. Why stakeholder analyses have become so important in
problem solving, planning and decision-making
History offers important lessons about the consequences of
inadequate stakeholder analysis and engagement. For example,
Tuchman (1984) in her sobering history The March of Folly from
Troy to Vietnam recounts a series of disastrous misadventures that
followed in the footsteps of ignoring the interests of, and
information held by, key stakeholders. She concludes ‘‘Three
outstanding attitudes – obliviousness to the growing disaffection
of constituents, primacy of self-aggrandizement, and the illusion of
invulnerable status – are persistent aspects of folly.’’ For more
recent examples, consider Paul Nutt’s Why Decisions Fail (2002), a
careful analysis of 400 strategic decisions. Nutt finds that half of
the decisions ‘‘failed’’ – that is they were not implemented, only
partially implemented, or otherwise produced poor results – in
large part because decision makers failed to attend to interests and
information held by key stakeholders. Other quantitative and
qualitative studies report broadly similar findings with respect to
the importance of paying attention to stakeholders in problem-
solving, planning and decision-making (e.g. Alkin, Daillak, & White,
1979; Bryson & Bromiley, 1993; Bryson, Bromiley, & Jung, 1990;
Burby, 2003; Clayson, Castaneda, Sanchez, & Brindis, 2002; Cousins
& Shulha, 2006; Cousins & Whitmore, 2007; King, 2007;
Margerum, 2002; Mohan, Bernstein, & Whitsett, 2002; Morris,
2002; Patton, 2008). In short, failure to attend to the interests, needs,
concerns, powers, priorities, and perspectives of stakeholders
represents a serious flaw in thinking or action that too often and
too predictably leads to poor performance, outright failure, or even
disaster.
Stakeholder analyses are now arguably more important than
ever because of the increasingly interconnected nature of the
world. Choose any public problem – economic development,
economic collapse, poor educational performance, environmental
resource management, crime, AIDS, natural disasters, global
warming, terrorism – and it is clear that ‘‘the problem’’
encompasses or affects numerous people, groups, organizations,
and sectors. In this world of shared-power, no one is fully in
charge; no organization ‘‘contains’’ the problem (Kettl, 2002).
Instead, many individuals, groups and organizations are involved,
affected, and/or have some partial responsibility to act. Figuring
out what the problem is and what solutions might work in a
shared-power world means that taking stakeholders into account
is a crucial aspect of public problem solving (Bardach, 1998; Crosby
& Bryson, 2005; Nutt, 2002). Beyond that, fashioning effective
leadership and governance of policy domains becomes in large part
the effective management of stakeholder relationships (Feldman &
Khademian, 2002). Governmental and nonprofit reforms across the
world are also prompting the need for more attention to
stakeholder analyses (Braverman, Constantine, & Slater, 2004;
Kettl, 2002; Mohan & Sullivan, 2007; Peters, 1996). The need to
manage relationships has become such a part and parcel of the
need to govern that Feldman and Khademian (2002) assert that ‘‘to
manage is to govern’’ and it is extremely hard to imagine
effectively managing – and evaluating the managing of –
relationships without making use of carefully done stakeholder
analyses. Thus, in the private, public and nonprofit sectors, we are
moving into an era when networks of stakeholders are becoming at
least as important, if not more so, than markets and hierarchies
(Durland & Fredericks, 2005; Thiele, Devaux, Velasco, & Horton,
2007),
3. Why stakeholder analyses are important in evaluation
Evaluation practice involves linking technical rationality with
political rationality in order ‘‘to mobilize support for substance’’
Wildavsky (1979, p. 1). To make this linkage, essential competen-
cies for program evaluators include both technical skills and
people skills (Ghere, King, Stevahn, & Minnema, 2006; King,
Stevahn, Ghere, & Minnema, 2001). People skills include the
capacity to work with diverse groups of stakeholders (SenGupta,
Hopson, & Thompson-Robinson, 2004) and to operate in highly
political environments. The importance of and need for technical,
cultural, interpersonal, and political competencies intersects with
increased attention to building evaluation capacity as a foundation
for conducting useful evaluations (Compton, Baizerman, & Stock-
dill, 2002; Taut, 2007). Capacity building includes developing the
essential competencies of evaluators – including for stakeholder
analysis – and developing organizational cultures that support
evaluative thinking and practice as well as engaging stakeholders
in ways that build their capacity to participate in and use
evaluations. Building evaluation capacity through stakeholder
engagement is a primary form of process use in which evaluation
has an impact on those involved in addition to and beyond just use
of findings (Cousins, 2007; Patton, 2008, pp. 151–194).
The importance of stakeholder interests, views, influences,
involvement, needs, and roles are incorporated into the work of the
most prominent authors in the field of evaluation theory and
practice (Alkin, 2004). Evaluators overwhelmingly acknowledge
the importance of working with stakeholders. Preskill and Caracelli
(1997) conducted a survey of members of the American Evaluation
Association’s Topical Interest Group on Use. They found that 85%
rated as extremely or very important ‘‘identifying and prioritizing
intended users of the evaluation’’ (p. 216). They also found that 80%
of survey respondents agreed that evaluators should take
responsibility for involving stakeholders in the evaluation
processes. Fleischer (2007) asked the same question on a
replication survey of American Evaluation Association members
in 2006 and found that 98% agreed with this assertion. In rating the
importance of eight different evaluation approaches, ‘‘user-
 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
focused’’ evaluation was rated highest. Stakeholder involvement in
evaluations has become an accepted evaluation practice.
Unfortunately, the challenges of identifying and including
stakeholders in evaluation, capturing their perspectives, embrac-
ing their concerns, and accounting for political sensitivities are
under-appreciated, particularly when evaluators are faced with
budget and time constraints (Bamberger, Rugh, & Mabry, 2006;
Bryson & Patton, 2010). The contribution this article makes to the
evaluation literature is to help overcome these challenges by
presenting a compilation of straight-forward stakeholder identi-
fication and analysis tools that can be employed in a step-wise
fashion throughout an evaluation process with minimal invest-
ment of time, effort, and materials. The result is an efficient
approach to identifying stakeholders, clarifying their interests,
assessing their power and its sources, and determining how they
might best be engaged in the design and implementation of an
evaluation and the implementation of resulting recommenda-
tions. We cannot offer a carefully done analytic case or cases
demonstrating the effectiveness of the techniques as a set, since
we are unaware of any such study. Instead, we present the set as
our accumulated wisdom regarding ways of identifying and
working with stakeholders and challenge ourselves and others to
engage in the kind of careful research needed to determine which
techniques work best, under which circumstances, and why. That
said, we are able to offer some illustrative cases in this article.
The inclusion of stakeholders in evaluation design should be
thought of in different terms than inclusion of stakeholders in
program design or problem solving, though overlap is inevitable. For
example, in a formative approach, the evaluation design is integral to
the program design. In a developmental approach, the anticipated
and unanticipated must be constantly reconciled. Both beg for
adaptive thinking and stakeholder considerations are a fundamental
vehicle for adaptation, particularly as the stakeholder themselves
may be involved in the program as well as the evaluation. A
summative approach offers a more detached view of the program or
process, meaning that the evaluation stakeholders, once identified,
are in general less likely to change. In all contexts, evaluation
stakeholders are intimately tied to the purposes of the evaluation,
broadly categorized by Patton (2008) as: (1) making decisions about
the program (i.e. to fund, continue, or abandon); (2) program
improvement (i.e. identify opportunities to expand, modify process,
target different audience); (3) to add knowledge to the field and
inform decision-making (i.e. confirm assumptions, meta-evalua-
tions); (4) support development of new innovations; or (5)
accountability.
The article, while influenced by Patton’s utilization-focused
evaluation framework (2008), is organized around a more generic
step-wise evaluation approach. The approach includes the following
steps:
STEP 1 – Evaluation Planning (context, scope, and budget; the
step includes gaining clarity about the ‘‘evaluation questions’’).
STEP 2 – Evaluation Design (including methods and
measurement).
STEP 3 – Data Collection.
STEP 4 – Analysis (interpretation, judgments and recom-
mendations).
STEP 5 – Decision-Making and Implementation (including
presentation of findings and recommendations).
Attention to stakeholders is important throughout the evaluation
process. Otherwise, there is not likely to be enough understanding,
appreciation, information sharing, legitimacy or commitment to
produce a credible evaluation that will ultimately be used. In other
words, significant missed opportunities may result, even in the best
of evaluation circumstances, when the perspectives of various
3
stakeholders, cultural sensitivities, and political vulnerabilities are
overlooked. An evaluation that fails to attend to key stakeholders
and as a consequence is inaccurate, insensitive, and insufficient to
make needed improvement is a waste of resources and could lead
affected leadership groups (and funders) to avoid evaluation in the
future. Note that what is being said does not imply that all possible
stakeholders should be satisfied, or involved, or otherwise wholly
taken into account, only that the key stakeholders must be, and that
the choice of which stakeholders are key is inherently political
(House & Howe, 2000; Julnes & Rog, 2007; Ryan & DeStefano, 2000;
Stone, 2002), has ethical consequences (Cooper, 1998; House &
Howe, 1999; Lewis & Gilman, 2005), and involves judgment (House,
1977, 1980; Kahneman & Tversky, 2000; Vickers & Vickers, 1998).
The process does not, however, imply that stakeholders who fall into
the category of less key should be ignored – for their perspectives
may offer overlooked interests or relevant concerns that enhance the
evaluation, even though they may not play a participatory role in the
evaluation or ultimately be classified as a primary intended user.
In short, we go so far as to hypothesize that evaluation
processes that employ a reasonable number of competently done
stakeholder analyses are more likely to be used by intended users
for their intended use than are evaluation processes that do not. At
a minimum, stakeholder analyses should help evaluators deter-
mine who cares, who has influential resources, who will use the
findings, and what they will use the findings for; and should
establish stronger commitment to credible evaluation. Testing this
hypothesis is beyond the scope of this article, but we do believe
this article lays much of the groundwork for such tests.
The next section discusses a number of stakeholder identifica-
tion and analysis techniques.
4. An array of techniques
This article presents twelve stakeholder identification and
analysis techniques in enough detail for readers to get a good idea
of what is involved in using them. The techniques are grouped by
step in the evaluation process. All of the techniques are fairly
simple in concept and rely on standard facilitation materials such
as flip charts, marking pens, tape, and colored stick-on dots. On-
line collaborative tools, such as Wiki’s and blogs; and technology,
such as Skype, could be easily employed for decentralized
discussions and inclusion of remote participants. Using the
techniques requires some time, effort, and informed participants
– resources that are typically available in most evaluation settings.
Table 1 summarizes the presentation of techniques.
4.1. STEP 1 – evaluation planning
Initiators of the evaluation process should articulate what the
purpose of the evaluation is, at least initially. This purpose should
guide the first step in making choices about stakeholder analyses
and who should do them. Deciding who should be involved, how,
and when in doing stakeholder analyses is a key strategic choice. In
general, people should be involved if they have information that
cannot be gained otherwise, or if their participation is necessary to
assure successful implementation of the evaluation built on the
analyses. There is always a question of whether there can be too
much or too little participation. And the general answer is yes to
both, but the specific answer depends on the situation, and there are
no hard and fast rules, let alone good empirical evidence, on when,
where, how, and why to draw the line. There may be important
trade-offs between early and later participation in analyses and one
or more of the following: representation, accountability, analysis
quality, analysis credibility, analysis legitimacy, the ability to act
based on the analyses, or other factors, and these will need to be
thought through. Fortunately, ‘‘the choices’’ actually can be
4 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12

Table 1
Evaluation and stakeholder identification and analysis techniques.

Evaluation step Technique Purpose Reveals Diagram

1. Evaluation Planning 1.a. List Evaluation
Stakeholders
1.b. Basic Stakeholder
Analysis Technique
1.c. Power versus
Interest Grids
1.d. Stakeholder Influence
Diagrams
1.e. Bases of Power –
Directions
of Interest Diagram
To develop initial list of stakeholders, begin to Broad list of stakeholders
conduct iterative process of narrowing the field
of key stakeholders
To identify the interests of individual stakeholders Key evaluation issues Fig. 1
in the program and their interests in the evaluation.
To determine which players’ interests and power Players, context setters, subjects, Fig. 2
issues must be considered and crowd
Common ground all or subsets of
stakeholders
Possible coalitions of support
and/or opposition
Strategies for changing views of
stakeholders. Ways to advance the
interests of the powerless
To identify how stakeholders influence one Who influences whom among the
another stakeholders
Who the most influential
stakeholders are
To identify the sources of a stakeholders’ power. The goals the stakeholder seeks to Fig. 3
To clarify stakeholder’s interests or stakes achieve or the interests they seek
To help planning team identify common ground across to serve, as well as the power
all stakeholder groups based on which the stakeholder
can draw to pursue those interests

2. Evaluation Design 2.a. Participation
Planning Matrix
2.b. Purpose
Network or Hierarch
To indicate probable level of stakeholder participation Expectations for involvement and Fig. 4
and relationship of evaluator to stakeholder action plans for communication
To engage the expanded evaluation team in Causal network or hierarchy of
identifying purposes beyond the initial evaluation purposes indicating which purposes
purpose and establishing the primary purpose are prerequisite to or help achieve
or intended use of the evaluation other purposes
Primary evaluation purpose

3. Data Collection 3.a. Stakeholder Role Plays To understand how different stakeholders Insights into how other
respond to different methods, stakeholders think
measurements, and designs

4. Analysis 4.a. Evaluation
Recommendation
Support Versus
Opposition Grids
4.b. Stakes and Inclination
Toward Evaluation
4.c. Recommendation
Attractiveness Versus
Stakeholder Capability
Grid
To identify which stakeholders are likely to Recommendations that have a Fig. 5
support which recommendations and which strong coalition of support
are likely to oppose it Recommendations that may need
to be changed in order to
garner support
Compares importance of recommendations Fig. 6
versus support, opposition, and neutrality
To identify recommendations that are likely Recommendations that have Fig. 7
to be implemented due to stakeholder capacity strong stakeholder capacity
and those that will fail due to lack of capacity to implement

5. Decision-making 5.a. Evaluation
and Implementation Recommendation
Implementation Strategy
Development Grid
To help stakeholders gain a clear picture of what Resources and strategies Fig. 8
will be required for implementation and for successful implementation
help develop action plans that
will tap stakeholder
interests and resources

approached as a sequence of choices, in which first an individual,
who may be the evaluator, or a small evaluation planning group
begins the effort, and then other participants are added later as the
advisability of doing so becomes apparent.
Two possible starting points for identifying stakeholders are
presented. The first is extremely simple, while the second builds on
the first and therefore provides more information.
1.a. List evaluation stakeholders. This technique begins an
individual, who may be the evaluator, or a small evaluation
planning group, brainstorming the list of individuals or groups who
care about or are affected by the evaluation. Those doing the
brainstorming should realize that other stakeholders may emerge
subsequently. Next, the stakeholders should be ranked according
to their importance to the evaluation. When doing so, consider the
stakeholder’s power, legitimacy, and attention-getting capacity
(Mitchell, Agle, & Wood, 1997).
This step is typically ‘‘back room’’ work. Necessary additional
information inputs may be garnered through the use of interviews,
questionnaires, focus groups, or other targeted information
gathering techniques in this and subsequent steps, or in
conjunction with the other techniques outlined in this article. In
this step it is important to make sure stakeholders are identified at
the right level of aggregation, meaning at a level that makes sense
from a strategic perspective (Eden & Ackermann, 1998). For
example, usually ‘‘the government’’ is not a stakeholder, but some
parts of it might be such as the city council or the police force. ‘‘The
government’’ thus is typically a kind of ‘‘phantom stakeholder’’
(Beech & Huxham, 2003) and should be avoided. You should be
able to find the ‘‘voice’’ of each stakeholder that is identified, be it
an actual individual or a representative of the group.
1.b. Basic stakeholder analysis. This technique is an adaptation
of a technique described in Bryson (2004a, 2004b). It offers a quick
and useful way of identifying each stakeholder and comparing and
contrasting their interest(s) in the program versus their interest(s)
in the evaluation. A separate sheet is prepared for each program
and/or evaluation stakeholders. Colored stick-on dots can be used
to assess how well the stakeholder (not the evaluator) probably
thinks the program does in terms of satisfying the stakeholder’s
 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
Fig. 1. Basic stakeholder analysis. Source: Adapted from Bryson (2004a, 2004b).
wishes. Green dots indicate the program does well against a wish,
yellow dots indicates the program does a fair job, and red dots
indicate it does a poor job (Fig. 1).
Bryson (2004a) describes how this technique was used to
evaluate the performance of a state department of natural resources
in the United States, because it showed participants how existing
strategies ignored important stakeholders – who refused to be
ignored – as well as what might be done to satisfy the stakeholders.
The evaluation results were used to successfully bring about major
changes in the organization, which included funding increases,
increased end-user satisfaction, and increased political legitimacy.
Examples of stakeholders that may have a distinct interest in
the evaluation, and thus be categorized as evaluation stakeholders,
could include past, current, and future program participants,
employers or associates of program participants, and developers of
similar, complementary, or competing programs, among others. It
is also important to consider those stakeholders that may have a
negative influence on the evaluation for any variety of reasons,
including opposition to the use of resources for evaluation, feeling
threatened by the potential outcomes, or feeling anxiety about
other aspects of the evaluation. Ignoring such stakeholders has the
potential to hinder progress and derail any positive outcomes.
1.c. Power versus interest grids. Power versus interest grids
are described in detail by Eden and Ackermann (1998, pp. 121–
125, 344–346; see also Patton, 2008, p. 80) (see Fig. 2). These grids
array stakeholders on a two-by-two matrix – usually using Post-
It1 notes on a flipchart sheet – where the dimensions are the
stakeholder’s interest in the evaluation or issue at hand, and the
stakeholder’s power to affect the evaluation. Interest here means
interest in a political sense, or having a political stake, as opposed
to simple inquisitiveness. Each of the dimensions should be
thought of as a range, i.e. from low to high interest and from low to
high power. Nonetheless, it is often helpful to think of stakeholders
as generally falling into four categories:
 Players – have both an interest and significant power. Players have
high potential to be primary intended users. These are often key
stakeholders who are in a prime position to affect use, including
using it themselves or affecting how others use it.
5
Fig. 2. Power versus interest grid. Source: Eden and Ackermann (1998, p. 122)
 Subjects – have an interest but little power. It may be important to
support and enhance Subjects’ capacity to be involved, especially
when they may be affected by findings, as might be the case with
program participants.
 Context Setters – have power but little direct interest. It may be
important to increase the interest of Context Setters in the
evaluation if they are likely to pose barriers to use through their
disinterest.
 Crowd – consists of stakeholders with little interest or power. The
Crowd may need to be informed about the evaluation and its
findings. On the other hand, if communication is badly done,
controversy may quickly turn this amorphous ‘‘crowd’’ into a
very interested mob.
Construct a power versus interest grid by first placing the name
of each the evaluation stakeholders identified in 1.a. and 1.b on a
separate Post-It1 note. Then locate each Post-It1 note in the
appropriate place on the power versus interest grid. The scales are
not absolute, but instead are relative, so that, for example, within
the Player category there will be some players who are more
powerful and/or have a stronger interest than others.
Power versus interest grids typically help determine which
players’ interests and power bases must be taken into account in
order to produce a credible evaluation. More broadly, they also
help highlight coalitions to be encouraged or discouraged, what
behavior should be fostered, and whose ‘‘buy in’’ should be sought
or who should be co-opted, in part by revealing which stakeholders
have the most to gain (or lose) and those who have the most (or
least) control over the direction of the evaluation. This information
provides a helpful basis for assessing the political, technical,
practical, and other risks as the evaluation goes forward. Finally,
they may provide some information on how to convince
stakeholders to change their views. Interestingly, the knowledge
gained from the use of such a grid can be used to help advance the
interests of the relatively powerless subjects (Bryson, Cunning-
ham, & Lokkesmoe, 2002).
1.d. Stakeholder influence diagrams. Stakeholder influence
diagrams indicate how the stakeholders on a power versus interest
grid influence one another. The technique is taken from Eden and
Ackermann (1998, pp. 349–350; see also Bryson et al., 2002) and
builds on the power versus interest grid.
A stakeholder influence diagram is constructed as follows:
Using the power versus interest grid developed in step 1.c., discuss
how each evaluation stakeholder influences the other evaluation
stakeholders. Draw lines with arrows to indicate the direction of
their influence. While two-way influences are possible, an attempt
6 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
should be made to identify the primary direction in which
influence flows between evaluation stakeholders. The diagrams
may be used to further assess the power of stakeholders and to
determine which stakeholders are the most influential and/or
more central than others in the network.
1.e. Bases of power – directions of interest diagrams. This
technique takes the analysis in the power versus interest grid to
deeper level by identifying: (a) the sources of different evaluation
stakeholder’s power, i.e. where the power comes from; and (b)
what the actual interests or goals are of the different evaluation
stakeholders. The technique is an adaptation of Eden and
Ackermann’s ‘‘star diagrams’’ (1998, pp. 126–128, 346–349; see
also Bryson et al., 2002). A diagram of this kind indicates the
sources of power available to the evaluation stakeholder, as well as
the goals or interests the stakeholder seeks to achieve or serve.
Power can come from access to or control over various resources,
such as expertise, money and votes, formal authority, network
centrality, or informal charisma; or from access to or control over
various sanctions, such as regulatory authority or votes of no
confidence (Eden & Ackermann, 1998, pp. 126–127). Directions of
interest indicate the aspirations or concerns of the stakeholder.
When used in the context of evaluation, the diagrams focus on the
evaluation stakeholder’s bases of power and directions of interest
in relation to the evaluation; that is, the analyses seek to identify
the powers that might affect progress and completion of the
program evaluation and the specific directions the evaluation
might take (Fig. 3).
There are two reasons for constructing bases of power –
directions of interest diagrams. The first is to help the planning
Fig. 3. Bases of power – directions of interest diagram, with examples of power bases and interests. Source: Adapted from Eden and Ackermann (1998, p. 127) and Bryson et al.
(2002).
team find the common ground – especially in terms of interests –
across all or most of the evaluation stakeholder groups. In other
words, after exploring the power bases and interests of each
stakeholder, the planning group will be in a position to identify
commonalities across the stakeholders as a whole, or across
particular subgroups. Second, the diagrams are intended to provide
background information on each evaluation stakeholder in order to
know how to tap into their interests or make use of their power to
advance the evaluation’s credibility and purpose.
Step 1 – Evaluation Planning Summary. Five stakeholder
identification and analysis techniques have been presented as part
of the evaluation planning phase. Note that there are overlapping
activities in these techniques as each tends to build on previous
work. Whether used sequentially or in combination, the intent of
these techniques is to provide the basis for selection and inclusion
of evaluation stakeholders in the next step of a generic evaluation
process – evaluation design. Some of the evaluation stakeholders
that have emerged will be both logical participants and accessible
– if not as ongoing, active members of an evaluation team, then at
least as reliable sources of information, feedback, and advice. In
some cases, evaluation planners will have been in contact with
particular stakeholders to gather information about their views. In
other cases, the identification and analysis process may have
involved making educated guesses without the direct involvement
of specific evaluation stakeholder(s). A judgment will be needed
about whether these guesses will need to be verified with the
stakeholders.
After using the above techniques, it should be possible to come
fairly close to deciding who the ‘‘key’’ stakeholders are, including
 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
who the primary intended users are. Patton (2008, pp. 79–80)
suggests persons selected as primary intended users should:
 Have an interest in and commitment to using evaluation
findings, either because they themselves will be making
decisions using the findings, or they are closely connected to
those who will be using the evaluation findings.
 Be available, since interest must be joined with engagement,
which means making time to participate in evaluation decision-
making as part of the primary intended users group.
 Have the capacity to contribute to the evaluation (or a
willingness to participate in capacity building as part of the
process); capacity means they understand enough about
methods and data to help make the evaluation credible and
relevant as well as useful, which also means they can participate
in trade-off negotiations in choosing among options.
 Bring a perspective that will contribute to the diversity of
perspectives and views that surround the evaluation and should
be represented as determined by the stakeholder analyses.
 Have the interpersonal skills needed to effectively participate in
the group process; in other words, they must ‘‘play well with
others,’’ which means that it is important to avoid, as much as
possible, people who are divisive, combative, and antagonistic to
others.
4.2. STEP 2 – evaluation design
The evaluation planning step should generate healthy discus-
sion and reveal a list of evaluation stakeholders that should be
included in the more public beginning of the evaluation effort, or
the evaluation design phase. The involved group probably should
include those evaluation stakeholders that cannot be ignored due
to high power and interest. The initial planning may also reveal
evaluation stakeholders that will be affected by the evaluation
results (positively or negatively), yet have little power or
articulated interest. They may not actually know that they should
care about the evaluation. Given the evaluation’s purpose, it may
be important to find ways to give these stakeholders a voice and/or
enhance their perceived interest.
As the evaluation planning team moves to the evaluation design
step, continuing the stakeholder analysis process involves assem-
bling – either physically or virtually – those identified as key
evaluation stakeholders or their representatives. This expanded
group will use as many of the techniques already discussed as
needed (i.e. basic analysis technique, power versus interest grid,
stakeholder influence diagram, and/or bases of power – directions
of interest diagrams) to education themselves and bring everyone
up to speed.
The group should also think carefully about other stakeholders
that may not have been included in the group, but should be. Again,
the group should consider actual or potential stakeholders’ power,
legitimacy, and attention-getting capacity (Mitchell, Agle, & Wood,
1997). The group should consider the positive and negative
consequences of involving – or not involving – other stakeholders
or their representatives. This includes thinking about ways they
might be engaged in the process as well as ways they may hamper
the process.
Following these broader discussions, it should be possible to
finalize who the key evaluation stakeholders are and how they
might contribute to the evaluation effort without compromising
the credibility of the evaluation. For example, some may be
identified as sponsors and champions, members of a coordinating
group, member of various advisory groups, a resource person or
group, or members of the final evaluation team (Bryson, 2004a, pp.
7
73–75; Friend & Hickling, 1997, pp. 257–265; Patton, 2008, pp. 69–
75). The evaluation team is the group most likely to use the
stakeholder analysis techniques described below, but other groups
may be asked to use one or more of the techniques as well. In
addition, as part of these discussions or following them, it is
important to clarify, confirm, and adjust assumptions made in the
prior planning phase.
Note that this staged process embodies a kind of technical,
political, and ethical rationality. The process is designed to gain
needed information, build political acceptance, and address some
important questions about legitimacy, representation, and credi-
bility. Stakeholders are included when there are good and prudent
reasons to do so, but not when their involvement is impractical or
unnecessary.
2.a. Participation planning matrix. The participation planning
matrix adapts contributions from the International Association for
Public Participation, specifically their notion of a spectrum of levels
of public participation, and the steps used in this article to organize
techniques. The levels of participation range from not engaging a
stakeholder at all through to giving specific stakeholders final
decision-making authority. The category of non-engaged includes
identified stakeholders who for justifiable reasons will be
considered non-participants. Each level implies a different kind
of promise from the evaluator to the stakeholder – implicitly if not
explicitly (see Fig. 4).
The matrix prompts the evaluation team to clarify how different
evaluation stakeholders should hold different levels of influence
over the course (steps) of an evaluation, with appropriate
accompanying promises made to the stakeholders. The participa-
tion planning matrix can be used to create a sort of evaluation
contract with selected stakeholders who are important to engage;
the contract should confirm the level of commitment and
participation.
2.b. Purpose networks. Another technique that is quite useful
when designing an evaluation is the purpose network, or purpose
hierarchy. The purpose network builds on earlier evaluation
planning work and seeks the input of the recently identified key
evaluation stakeholders. (Note that evaluation planners may wish
to use it during Step 1 as well to gain a clearer initial understanding
of purpose.)
A purpose network indicates the various interrelated purposes
that the evaluation might serve. The technique is adapted from
Nadler and Hobino (1998) and Bryson, Ackermann, and Eden
(2007). The process of creating a purpose network first requires the
evaluation team to recall the original purpose of the evaluation
that was identified in the first stage of evaluation planning. Any
newly engaged participants are also encouraged to reflect on the
initial statement of potential purposes of the evaluation. The group
should use a flipchart to display the original purpose(s) written on
a Post-It1 note attached to the sheet. The group then brainstorms
additional purposes (goals, aims, outcomes, indicators, or aspira-
tions) and writes them separately on additional Post-It1 notes and
attaches them to the flipchart sheet. The full array of purposes
should then be linked with arrows in a causal fashion; i.e. arrows
should indicate how one purpose helps lead to or fulfill a
subsequent purpose(s).
Once the network (or hierarchy) is created, the group should
decide which purposes are the actual primary purpose(s) of the
evaluation. Note that the primary purpose may end up being
different from what group members or other stakeholders
originally identified. It is also possible the purpose(s) may be
changed somewhat based on further stakeholder analyses.
STEP 2 – evaluation design – summary. This concludes the
discussion of the first two steps in the evaluation process. By the
end of this step, an evaluation design should be created that will
allow the evaluation to fulfill its intended use by its intended users.
8 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12

Fig. 4. Participation planning matrix: differing levels of participation and accompanying promises from the evaluator to the stakeholder. Source: Adapted from Bryson (2004a,
p. 33) and from the International Association for Public Participation’s Public Participation Spectrum of levels of public participation (http://www.iaps.org/practioner tools/
spectrum.html).

Note that since the use of stakeholder identification and analysis
techniques is always context-dependent, there are no hard and fast
rules about when to use and when not to use any particular
techniques. Note as well that the time invested in stakeholder
analysis in each step is not likely to be prohibitive, and indeed is
highly likely to be cost-beneficial. Using the techniques involves
fostering a structured dialogue that typically reveals insights that
will improve the evaluation and that are not likely to be revealed
otherwise. Use of the techniques will also build individual and
group capacity for further stakeholder analysis exercises.
4.3. STEP 3 – data collection
The evaluation design will include methods, measures, and data
collection choices that are specific to the evaluation approach
chosen. To the extent that the purpose network (2.a.) described
above has revealed new or modified evaluation purposes, the
evaluation design should be reviewed in relation to those choices.
3.a. Stakeholder role plays. If any key (or somehow significant)
evaluation stakeholders are unable to fully participate in finalizing
the design, one tool that may be helpful in understanding how they
might respond is the use of stakeholder role plays. This technique
can be used to assess how different stakeholders might respond to
different methods, measures, and other design choices, including
different approaches to data collection and organization. Role plays
can also be useful in anticipating the response to evaluation
recommendations when used in conjunction with the support
versus opposition grid technique (4.a), which is discussed in a later
section. In other words, stakeholder role plays can be very useful in
Steps 2, 3 and 4.
Eden and Ackermann (1998, pp. 133–134) show how role plays,
in which different members of an evaluation team play the role of
different stakeholders, can be used to develop evaluation
approaches that are likely to address stakeholder interests, and
can help ensure effective evaluation implementation and use of
results. Role plays have the special benefit of enhancing the
evaluation group’s capacity to understand how other stakeholders
think. Role plays build on the information revealed in previous
analyses. Of course, there are always dangers in imagining what
the views of others are, rather than engaging with them directly, so
the evaluation team will have to assess the risks and do what they
can to mitigate them if necessary.
 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
A stakeholder role play involves having each member of the
evaluation team review the results of previous analyses, and
particularly the (2.b.) bases of power – directions of interest
diagrams. After each team member has assumed the role of a
different stakeholder, the following questions are asked and
answered: (1) how would I react to this option? and (2) what could
be done that would increase my support or decrease my
opposition?
A special virtue of this exercise is that it may bring out and serve
to protect the interests of stakeholders who are under-represented
or difficult to access.
4.4. STEP 4 – analysis
Once the data have been collected, they must be interpreted,
judgments made of various sorts, and recommendations prepared.
Three techniques will be suggested for use in the analysis phase:
(4.a.) evaluation recommendation support versus opposition grids,
(4.b.) recommendation attractiveness versus stakeholder capabil-
ity grids, and (4.c.) tapping individual stakeholder interests to
pursue the common good.
4.a. Evaluation recommendation support versus opposition
grids. These grids indicate which stakeholders are likely to support
particular recommendations and which are likely to oppose them.
Nutt and Backoff (1992) developed the technique for planning
purposes; here it is adapted to assess the viability of evaluation
recommendations (see Fig. 5). The steps are simple. For each
recommendation, write the names of the key evaluation stake-
holders on a separate Post-It1 note. On a chart similar to the
example in Fig. 5, plot where, in the judgment of the evaluation
team, the stakeholder should be positioned in terms of likely
support for, or opposition to, the recommendation. Discuss and
move the cards around until the group agrees with the arrange-
ment. Repeat the exercise for each recommendation. Then step
back and reflect on which recommendations have the needed
support. To the extent there is stakeholder opposition to what is
otherwise seen as a desirable recommendation, the team may
want to assess how the stakeholders in question might be
influenced to support, or at least not oppose, the recommendation.
Alternatively, the team may reconsider the recommendation to see
if stakeholder support can be gained without sacrificing the
important merits of the recommendation.
A somewhat more elaborate tool for assessing support for or
opposition to evaluation recommendations is shown in Fig. 6. The
Fig. 5. Evaluation recommendation support versus opposition grid. Source: Crosby,
Bryson, and Anderson (2003); adapted from Nutt and Backoff (1992, p. 198).
9
Fig. 6. Mapping stakeholders’ stakes and inclinations toward the evaluation’s
recommendations.
tool identifies the level of importance of the recommendation to
the stakeholder, on the one hand, against the support, opposition,
or neutrality of the stakeholder, on the other hand (Patton, 2008).
This tool is used in a way similar to the recommendation support
versus opposition grid (Fig. 5).
4.c. Recommendation attractiveness versus stakeholder
capability grid. This is another helpful tool to use prior to making
decisions about recommendations. The tool helps with assessing
which recommendations are likely to be implemented successfully
because they match stakeholder capacity – and those that are
likely to fail due to lack of stakeholder capacity (see Fig. 7). The grid
is adapted from Bryson, Freeman, and Roering (1986, pp. 73–76;
see also Bryson, 2004a).
In order to make effective use of this technique, the evaluation
team will need to develop the criteria to assess the attractiveness
of a recommendation and the capabilities necessary for successful
implementation. Note that resource requirements and resource
availability are key components of ‘‘capability’’ – and while some
evaluation teams may have already gathered the information
needed to estimate the various costs of implementation, some may
be in a position to list only the components. In either case,
inclusion of needed resource requirements and availabilities are a
key consideration of the capability assessment.
Each recommendation should be listed on a Post-It 1 and placed
on the grid in the appropriate position after considering both the
recommendation’s attractiveness and the various stakeholders’
capacities to implement it. Discuss results and any implications for
Fig. 7. Recommendation attractiveness versus stakeholder capability grid. Source:
Bryson et al. (1986, pp. 73–76); see also Bryson (2004a, p. 281).
10 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
Fig. 8. Recommendation implementation strategy development grid. Source: Adapted from Meltsner (1972), Coplin and O’Leary (1976), Kaufman (1986), and Christensen
(1993).
building necessary capacity among stakeholders, or, if needed, how
to remove unattractive recommendations from the agenda.
4.5. STEP 5 – decision-making and implementation
In a sense, all of the techniques considered so far are relevant to
decision-making and implementation of the evaluation recom-
mendations. They are all concerned with developing significant
stakeholder support. That said, it is still important to continue
retaining a stakeholder focus during decision-making and imple-
mentation (Nutt, 2002). We present one final technique to help do
so.
5.a. Recommendation implementation strategy develop-
ment grid. Filling out a recommendation implementation
strategy development grid can help evaluators, planners and
decision makers gain a clearer picture of what will be required for
implementation and help them develop action plans that will tap
stakeholder interests and resources. The technique is adapted
from Meltsner (1972), Coplin and O’Leary (1976), Kaufman
(1986), and Christensen (1993), and builds on information
revealed by previously created (1.e.) bases of power – directions
of interest diagrams, (3.a.) stakeholder role plays, (4.a.) evaluation
recommendation support versus opposition grids, and (4.c.)
recommendation attractiveness versus stakeholder capability
grids (Fig. 8).
The tool recognizes the separation between supportive and
opposing stakeholders. For each stakeholder, list their stake
in the evaluation, their resources, avenues of influence,
probability of participating, influence, implications for imple-
mentation strategy, and action plan for dealing with them. It is
possible that a separate grid will need to be developed for each
recommendation.
Steps 1–5 – overall summary. This completes the discussion of
specific stakeholder analysis techniques. As can be seen, a wide
variety of techniques is available to inform evaluation efforts
intended to produce a credible evaluation likely to be used by
intended users for its intended use. Each technique provides a
different kind of information, often building on previous techni-
ques to provide structured assistance in considering the interests,
concerns, perspectives and other important aspects of different
evaluation stakeholders.
5. Conclusions
There are three notable trends in evaluation that all point to the
importance of working effectively with stakeholders. They are: (1)
a general increase in both technical and people skills in
evaluators; (2) an increasing emphasis on building evaluation
capacity; and (3) increased attention to, and valuing of, the
impacts on participants of process use. The tools for working with
stakeholders offered in this article are aimed at providing concrete
and practice-tested approaches for strengthening all three trends
and increasing the ultimate use and usefulness of evaluations. As
noted previously, in a 2006 on-line survey of members of the
American Evaluation Association, 77% of 1047 respondents agreed
or strongly agreed with the following statement: ‘‘Evaluators
should take responsibility for: Being accountable to intended users
of the evaluation for intended uses of the evaluation’’ (Fleischer,
2007). To exercise that responsibility and realize that account-
ability, evaluators can benefit from using specific stakeholder
analysis tools at every step in the evaluation process. Working
meaningfully with stakeholders is not something to be done just
at the beginning of an evaluation. Attending to and engaging with
evaluation stakeholders typically must occur every step along the
 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
way, including during the interpretation of data and findings and
in support of implementation of recommendations and decisions
and actions that flow from the evaluation findings.
This article is, to the best of our knowledge, one of the first
attempts to provide a how-to guide to a range of stakeholder
analysis tools applied to evaluation and the issues of which
stakeholders to engage, why, and when in the evaluation process
(Bryson & Patton, 2010). As indicated in the introduction, the
process is loosely aligned with Patton’s (2008) utilization-focused
evaluation; however, we have argued that the approach to working
with evaluation stakeholders we present is more generic, and that
the application of the tools is not dependent on any one evaluation
approach.
Each of the stakeholder analysis techniques has a specific
purpose and reveals some things, while hiding, or at least not
highlighting, others. Stakeholder analyses therefore must be
undertaken skillfully and thoughtfully, with a willingness to learn
and revise along the way (Bardach, 1998; Lynn, 1996). For some
small evaluation efforts, a one-time use of one or two techniques
may be all that is necessary; for larger evaluation efforts, a whole
range of techniques will be needed at various points throughout
the process. Hybrid techniques or new techniques may also need to
be invented along the way. The key point is the importance of
thinking strategically about which analyses are to be undertaken,
why, when, where, how, and with whom, and how to change
direction when needed. We hope that the inclusion of a portfolio of
straight-forward and sensible techniques will indeed improve how
evaluation stakeholders are identified, assessed, and involved, and
therefore benefit the field.
Finally, there remains quite an agenda for research, education,
and practice around stakeholder identification, analysis, and
engagement. We still have much to learn about which techniques
work best under which circumstances and why. What we do know
is that skillfully, thoughtfully, and authentically working with
stakeholders to achieve intended use by intended users increases
use of both evaluation findings and processes (Patton, 2008).
References
Alkin, M. C. (2004). Evaluation roots: Tracing theorists’ views and influences. Thousand
Oaks, CA: Sage Publications.
Alkin, M. C., Daillak, R., & White, P. (1979). Using evaluation: Does evaluation make a
difference? Beverly Hills, CA: Sage.
Alkin, M. C., Hofstetter, & Ai, X. (1998). Stakeholder concepts. Advances in Educational
Productivity, 7, 87–113.
American Evaluation Association Task Force on Guiding Principle for Evaluators.
(1995). Guiding principles for evaluators. New Directions for Program Evaluation,
66, 19–34.
Bamberger, M., Rugh, J., & Mabry, L. (2006). Real world evaluation: Working under
budget, time, data, and political constraints. Thousand Oaks, CA: Sage Publications.
Bardach, E. (1998). Getting agencies to work together. Washington, DC: Brookings
Institution Press.
Beech, N., & Huxham, C. (2003). Cycles of identificationing in collaborations. Glasgow,
Scotland: University of Strathclyde, Graduate School of Business, Working Paper
Series.
Braverman, M. T., Constantine, N. A., & Slater, J. K. (Eds.). (2004). Foundations and
evaluation: Contexts and practices for effective philanthropy. San Francisco: Jossey-Bass.
Bryson, J. (2004a). Strategic planning for public and nonprofit organizations (3rd ed.). San
Francisco, CA: Jossey-Bass.
Bryson, J. (2004b). What to do when stakeholders matter: A guide to stakeholder
identification and analysis techniques. Public Management Review, 6(1), 21–53.
Bryson, J., Ackermann, F., & Eden, C. (2007). Putting the resource-based view of
management to work in public organizations. Public Administration Review,
67(4), 702–717.
Bryson, J., & Bromiley, P. (1993). Critical factors affecting the planning and implemen-
tation of major projects. Strategic Management Journal, 14, 319–337.
Bryson, J., Bromiley, P., & Jung, Y. S. (1990). Influences on the context and process on
project planning success. Journal of Planning Education and Research, 9(3), 183–185.
Bryson, J., Cunningham, G., & Lokkesmoe, K. (2002). What to do when stakeholders
matter: The case of problem formulation for the African American Men Project of
Hennepin County Minnesota. Public Administration Review, 62(5), 568–584.
Bryson, J., Freeman, R. E., & Roering, W. (1986). Strategic planning in the public sector:
Approaches and directions. In B. Checkoway (Ed.), Strategic perspectives on planning
practice. Lexington, MA: Lexington Books.
11
Bryson, J., & Patton, M. (2010). Analyzing and engaging stakeholders. In H. Hatry, J.
Wholey, & K. Newcomer (Eds.), Handbook of practical program evaluation (3rd ed.,
pp. 30–54). San Francisco, CA: Jossey-Bass.
Burby, R. (2003). Making plans that matter: Citizen involvement and government
action. Journal of the American Planning Association, 69(1), 33–50.
Christensen, K. (1993). Teaching savvy. Journal of Planning Education and Research, 12,
202–212.
Clayson, Z. C., Castaneda, X., Sanchez, E., & Brindis, C. (2002). Unequal power—Changing
landscapes: Negotiations between evaluation stakeholders in Latino communities.
American Journal of Evaluation, 23(1), 33–44.
Compton, D., Baizerman, M., & Stockdill, S. (Eds.). (2002). The art, craft, and science of
evaluation capacity building. New Directions for Evaluation, No. 93.
Cooper, T. (1998). The responsible administrator (4th ed.). San Francisco, CA: Jossey-Bass.
Coplin, W., & O’Leary, M. (1976). Everyman’s prince: A guide to understanding your
political problem. Boston: Duxbury Press.
Cousins, J. B. (Ed.). (2007). Process use. New Directions for Evaluation, No. 116.
Cousins, J. B., & Shulha, L. M. (2006). A Comparative analysis of evaluation utilization
and its cognate fields of inquiry: Current issues and trends. In I. F. Shaw, J. C.
Greene, & M. M. Mark (Eds.), The Sage handbook of evaluation: Policies, programs and
practices (pp. 266–291). Thousand Oaks, CA: Sage.
Cousins, J. B., & Whitmore, E. (2007). Framing participatory evaluation. New Directions
for Evaluation, 114: 87–105.
Crosby, B. C., & Bryson, J. M. (2005). Leadership for the common good (2nd ed.). San
Francisco, CA: Jossey-Bass.
Crosby, B. C., Bryson, J. M., & Anderson, S. R. (2003). Leadership for the common good field
book. Saint Paul, MN: University of Minnesota Extension Service, Community
Vitality program.
Durland, M., & Fredericks, K. (Eds.). (2005). Social network analysis in program
evaluation. New Directions for Evaluation, No. 107.
Eden, C., & Ackermann, F. (1998). Making strategy. Thousand Oaks, CA: Sage.
Feldman, M., & Khademian, A. (2002). To manage is to govern. Public Administration
Review, 62(5), 541–554.
Fleischer, D. (2007). Evaluation use: A survey of U.S. American evaluation association
members. Unpublished Masters Thesis, Claremont Graduate University.
Freeman, R. E. (1984). Strategic management: A stakeholder approach. Boston: Pitman.
Friend, J., & Hickling, A. (1997). Planning under pressure: The strategic choice approach
(2nd ed.). Oxford, England: Heinemann.
Ghere, G., King, J., Stevahn, L., & Minnema, J. (2006). A professional development unit
for reflecting on program evaluation competencies. American Journal of Evaluation,
27(1), 108–123.
Greene, J. C. (2005). Stakeholders. In S. Mathison (Ed.), Encyclopedia of evaluation (pp.
397–398). Thousand Oaks, CA: Sage.
House, E. R. (1977). The logic of evaluative argument. In CSE monograph lines in
evaluation (Vol. 7). Los Angeles: UCLA Center for the Study of Education.
House, E. R. (1980). Evaluating with validity. Beverly Hills, CA: Sage.
House, E. R., & Howe, K. (1999). Values in evaluation and social research. Thousand Oaks,
CA: Sage.
House, E. R., & Howe, K. (2000). Deliberative democratic evaluation. Evaluation as a
democratic process. New Directions for Evaluation, 85, 3–12.
Joint Committee on Standards for Educational Evaluation. (1994). The program evalua-
tion standards. Thousand Oaks, CA: Sage.
Julnes, G., & Rog, D. (Eds.). (2007). Informing federal policies on evaluation methodol-
ogy: Building the evidence base for method choice in government sponsored
evaluation. New directions for program evaluation, No. 113.
Kahneman, D., & Tversky, A. (Eds.). (2000). Choices, values, and frames. Boston: Cam-
bridge University Press.
Kaufman, J. (1986). Making planners more effective strategists. In B. Checkoway
(Ed.), Strategic perspectives on planning practice. Lexington, MA: Lexington
Books.
Kettl, D. (2002). The transformation of governance: Public administration for twenty-first
century America. Baltimore, MD: Johns Hopkins University Press.
King, J. A. (2007). Making sense of participatory evaluation. New Directions for Evalua-
tion, No. 114, pp. 83–86.
King, J., Stevahn, L., Ghere, G., & Minnema, J. (2001). Toward a taxonomy of essential
program evaluator competencies. American Journal of Evaluation, 22(2), 229–247.
Leeuw, F. (2002). Evaluation in Europe 2000: Challenges to a growth industry. Evalua-
tion, 8(1), 5–12.
Lewis, C. W., & Gilman, S. C. (2005). The ethics challenge in public service: A problem-
solving guide. San Francisco: Jossey-Bass.
Lynn, L. (1996). Public management as art, science and profession. Chatham, New Jersey:
Chatham House.
Margerum, R. (2002). Collaborative planning: Building consensus and a distinct model
of practice. Journal of Planning Education and Research, 21, 237–253.
Meltsner, A. (1972). Political feasibility and policy analysis. Public Administration
Review, 32(November/December), 859–867.
Mendelow, A. L. (1987). Stakeholder analysis for strategic planning and implementa-
tion. In W. R. King & D. I. Cleland (Eds.), Strategic planning and management
handbook (pp. 176–191). New York: Van Nostrand Reinhold.
Mitchell, R. K., Agle, B. R., & Wood, D. J. (1997). Toward a theory of stakeholder
identification and salience: Defining the principle of who and what really counts.
Academy of Management Review, 22(4), 853–886.
Mohan, R., Bernstein, D. J., & Whitsett, M. D. (Eds.). (2002). Responding to sponsors and
stakeholders in complex evaluation environments. New Directions for Evaluation,
No. 95.
Mohan, R., & Sullivan, K. (Eds.). (2007). Promoting the use of government evaluations in
policymaking. New Directions for Evaluation, No. 113.
12 J.M. Bryson et al. / Evaluation and Program Planning 34 (2011) 1–12
Morris, D. (2002). The inclusion of stakeholders in evaluation: Benefits and drawbacks.
The Canadian Journal of Evaluation, 17(2), 49–58.
Nadler, G., & Hobino, S. (1998). Breakthrough thinking (rev. 2nd ed.). Roseville, CA:
Prima Publishing.
Nutt, P. (2002). Why decisions fail: Avoiding the blunders and traps that lead to debacles.
San Francisco: Berrett-Koehler Publishers Inc.
Nutt, P., & Backoff, R. (1992). Strategic management of public and third sector organiza-
tions: A handbook for leaders. San Francisco: Jossey-Bass.
Patton, M. Q. (2008). Utilization-focused evaluation (4th ed.). Thousand Oaks, CA: Sage.
Peters, B. G. (1996). The future of governing: Four emerging models. Lawrence, KN:
University Press of Kansas.
Preskill, H., & Caracelli, (1997). Current and developing conceptions of use: Evaluation
use TIG survey results. American Journal of Evaluation, 18(3), 209–226.
Rossi, P., Lipsey, M., & Freeman, H. (2003). Evaluation: A systematic approach (7th ed.).
Thousand Oaks, CA: Sage.
Ryan, K., & DeStefano, L. (Eds.). (2000). Evaluation as a democratic process: Promoting
inclusion, dialogue, and deliberation. New Directions for Evaluation, No. 85.
SenGupta, S., Hopson, R., & Thompson-Robinson, M. (2004). Cultural competence in
evaluation: An overview. New Directions for Evaluation, No. 102, pp. 5–20.
Stone, D. (2002). Policy paradox and political reason. New York: WW Norton.
Taut, S. (2007). Studying self-evaluation capacity building in a large international
development organization. American Journal of Evaluation, 28(1), 45–59.
Thiele, G., Devaux, A., Velasco, C., & Horton, D. (2007). Horizontal evaluation: Fostering
knowledge sharing and program development within a network. American Journal
of Evaluation, 28(4), 493–508.
Tuchman, B. (1984). The march of folly: From Troy to Vietnam. New York: Knopf.
Vickers, B., & Vickers, G. (1998). The art of judgment. New York: HarperCollins.
Weiss, C. H. (1998). Have we learned anything new about the use of evaluation?
American Journal of Evaluation, 19(1), 21–33.
Wildavsky, A. (1979). Speaking truth to power: The art and craft of policy analysis. Boston:
Little Brown.
John M. Bryson, PhD, is McKnight Presidential Professor of Planning and Public Affairs
at the Hubert H. Humphrey Institute of Public Affairs, University of Minnesota. He is
author of Strategic Planning for Public and Nonprofit Organizations: A Guide to Strength-
ening and Sustaining Organizational Achievement and co-author of Leadership for the
Common Good: Tackling Public Problems in a Shared-Power World.
Michael Quinn Patton, PhD, is an independent consultant, former president of the
American Evaluation Association, and author of six major evaluation books including
Utilization-Focused Evaluation, Qualitative Research and Evaluation Methods, and a new
book, Developmental Evaluation: Applying Complexity Concepts to Enhnace Innovation
and Use.
Ruth A. Bowman, PhD, is Vice President for Research and Evaluation, The Anne Ray
Charitable Trust, headquartered in Minnesota, and adjunct faculty at the University of
Minnesota.